Year 9 and 10 Welcome and Introductory Meeting for Parents
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Wednesday 12th March
Year 9 and 10 Welcome and Introductory Meeting
for Parents
Objectives for Meeting• Share overall school aims and objectives• Share information regarding teaching and
learning • Share important details specific to each year
group• Discuss how we can work in partnership
Who’s who?
– Sarah Howling (Head of Secondary) – Marisa Marquez (Deputy Head-Directora Oficial) – Silvia Criado(Deputy Head – Staff )– Diego Bertotto (Assistant Head – Teaching and
Learning) – Chris Buckland (Assistant Head – Teaching and
Learning) – Luciana Savanti (Phase Leader – Year 9 and 10)
School Development Plan
2013Key Focus: Culture for learning
• Student Leadership• Values and beliefs• Learning at SASS and
Leading for Learning courses
• Engaging classrooms and positive behaviour management
• Interdisciplinary projects
• Research/develop curriculum structure
• Create new courses• Research and draft
behaviour management policy
• Prepare for 1:1• Develop
assessment/academic policy
2014
2014Key Focus: Framework for Learning
• Implement new curriculum– Broad and balanced– New courses:L2L,
Entrepreneurial Economics....
• Assessment and academic policy
• Implement behaviour policy
• Review calendar for learning
• Implement 1:1
• Develop SASS Learner Profile
• Skills audit and development
• Plan and prepare for tutoring reform
2015
2015Key Focus: Tutoring and Coaching for
Learning
• Introduce SASS Learner Profile• Introduce/support skill progression across
subjects• Implement tutoring and coaching for learning
Teaching and Learning
Y7/8 Conocimiento de Base
Desarrollo de Habilidades
Y9/10 IGCSEPreprándose para el IB
Y11/12 IBIndagadores, Informados e instruidos, Pensadores, Buenos comunicadores, Íntegros, De mentalidad abierta, Solidarios, Audaces, Equilibrados, Reflexivos
UniversidadLa
Escuela Se
cundaria
en SASS
Year 9 Subjects
Subject Hours
IT 2
PSE 2
PE 6
English 6
Spanish 6
Maths 6
Historia (Arg) 4
French/Portuguese/Mandarin 4
Experiential Science 6
Creativity & Performance 4
Geography/History/Envirnonment Management/ Coordinated Science
4 (IGCSE ) (Chosen in Yr8)
Year 10Subjects
Subject Hours
First Language Spanish 6 (IGCSE)
First Language English 6 (IGCSE)
Maths 6 (IGCSE)
Combined Science 6 (IGCSE)
Entrepreneurial Economics 4 (Non-IGCSE)
History /Geography/ Environmental Management or Coordinated Science
6 (IGCSE)
Historia 4 (ARG)
French/Portuguese/Mandarin or Art
4 (DELF, CLIP, YCT)(Non IGCSE)
ICT 2 (non-IGCSE)
PSE 2 (non-IGCSE)
Physical Education 4 (non-IGCSE)
Official Requirements
Evaluación y Acreditación de aprendizajes 7 o más puntos en la calificación finalCalificación en cada trimestreMenos de 20 inasistencias
Alumnos que no acreditaron sus aprendizajes Dos períodos: Diciembre (calificación final entre 4 y 7 puntos) Febrero (calificación menor a 4 puntos o sin acreditar en el períodode diciembre)
Son promovidos al año inmediato superior los alumnos que no
adeuden más de dos materias
Régimen de Asistencia
Máximo de hasta 20 inasistencias en el año.
Justificación con certificado médico o nota firmada por el adulto responsable, dentro de las 48hs del regreso del estudiante a clase.
El retiro de la escuela significa porcentaje de ausencia
Llegadas Tardes: Hasta 25 minutos 1/4 inasistencia Pasados 25 minutos 1/2 inasistencia
Política de retiro de la escuela
En medio del turno de la mañana y/o de la tarde:– Padres, autorización escrita de los padres o firmas
autorizadasAlmuerzo
– Padres, autorización escrita de los padres o firmas autorizadas
– Tarjeta verde Educación Física (en caso de no poder realizar educación física)
– Concurrir como observador al campo de deporte– Retira un adulto autorizado y acreditado por los padres a las
14.15hs
Acuerdo Institucional de Convivencia
Behaviour for Learning
Behaviour for Learning Process
Staff viewsFocus groupStudent surveyBehaviour conferenceResearch Group workDraftParent groupLeadership team
Aims• To create a climate where learning can flourish• To protect basic rights of safety, learning and
respect• To develop student ownership of behaviour• To build strong relationships and empathy• To promote high self-esteem• To ensure fairness of treatment for all to ensure
the welfare of all• To ensure a consistency of response to all
behaviours
Philosophy
Key features of the positive approach are:
• An emphasis on positive rather than negative statements
• Regular and sustained use of praise and rewards• Teaching students the social skills they need to
be successful• Redirecting them towards success rather than
highlighting their mistakes
Overview
• Rights• Responsibilities• Expectations• Routines
Rights
• Everyone has the right to feel safe at school• Students have the right to learn to the best of
their ability• Teachers have the right to teach• Everyone has the right to be treated with
dignity and respect
Responsibilities • As students have the right to feel safe, they have the
responsibility to behave in a manner so that others can feel the same way too
• As students have the right to learn to the best of their ability, they have the responsibility to behave in a way so others can learn
• As teachers have the right to teach, students have the responsibility to behave in a way that allows them to teach
• As students have the right to be treated with dignity and respect, students have the responsibility to treat others with dignity and respect
Expectations and Routines
We value......
Respect for the school’s identity and heritage and the uniform as a symbol of one´s pride in belonging
We expect students ......
To wear the uniform well and with pride and have neat appearance
Expectations and Routines
We value......
Responsibility and enthusiasm for learning
We expect students ......
To have the correct books and equipment out ready to start the lesson promptly
Expectations and Routines
We value......
Punctuality as a healthy habit to fully enjoy lessons
We expect students ......
To arrive on time to lessons and registration
Expectations and Routines
We value......
Humility and empathy to show interest and respect for other opinions
We expect students ......
To listen when a teacher or peer is speaking and not call out
Expectations and RoutinesWe value......
Positive attitude towards teachers’ requests
We expect students ......
To follow instructions from adults as soon as asked
Expectations and Routines
We value......
Responsibility to care for property of all the community
We expect students ......
To respect and not damage any property or equipment
Expectations and Routines
We value......
A climate where everyone in the school community has the right to be treated with dignity and respect
We expect students ......
To use appropriate and polite language, and courteously address all members of the community
Expectations and Routines
We value......
Respect for the right to learn and to teach
We expect students ......
To keep on task and not disrupt the learning of others
Expectations and Routines
We value......
Solidarity and respect towards peers and teachers who share the classroom and to those who use it after us
We expect students ......
To leave rooms tidy and in an orderly manner and during lessons, no eating or chewing gum - only water is allowed
Expectations and Routines
We value......
Technology as an important tool that contributes to learning
We expect students ......
To only use cell phones or other electronic devices for educational purposes and with the teacher’s permission
Positive consequences (Praise system)
PhilosophyWe know that the most important way to develop healthy values and self-esteem in young people is through verbal praise.
A “well done”, “warm smile” or any form of congratulation is the most powerful form of praise that can be received.
Verbal praise
For example:
Punctuality
Uniform
Responsibility and
enthusiasm for learning
Verbal praise
For example:
Punctuality
Uniform
Responsibility and
enthusiasm for learning
Verbal praise
1 or 2 points
awardedFor
example:
Respect for learning
Helping others with
their learning
Positive attitude towards learning
Respect for other
opinions
Verbal praise
1 or 2 points
awardedFor
example:
Respect for learning
Helping others with
their learning
Positive attitude towards learning
Respect for other
opinions
Email home
20 points reached
Continued and
consistent Level 1 to 2
attitudes and
behaviours
For example:
Contribute to
improving the class climate
Treating peers and teachers
with respect and dignity
Email home
20 points reached
Continued and
consistent Level 1 to 2
attitudes and
behaviours
For example:
Contribute to
improving the class climate
Treating peers and teachers
with respect and dignity
Certificates and
Letter to parents
30 points reached
Continued and
consistent
Level 1 to 3 attitudes
and behaviours
Certificates and
Letter to parents
30 points reached
Continued and
consistent
Level 1 to 3 attitudes
and behaviours
Reward chosen by student 50 points
+
Parents invited in
Continued and
persistent Level 1 to 4 attitudes
Reward chosen by student 50 points
+
Parents invited in
Continued and
persistent Level 1 to 4 attitudes
Positive consequences
Practices
Negative consequences (Sanctions system)
PhilosophyThe development of independence is important to us at St Andrew’s and throughout their years at school, students develop their autonomy by making their own decisions.
Within this framework students exercise their freedom to choose, learning that their actions lead to consequences which can be positive or negative.
Verbal warning
For example:
Uniform
Punctuality
Eating/chewing gum
Minor disruptions to
learning: talking, out of seat, messing
about
Verbal warning
For example:
Uniform
Punctuality
Eating/chewing gum
Minor disruptions to
learning: talking, out of seat, messing
about
Verbal warning
1 or 2 points +
Teacher action
For example:Repetition 2/3 verbal warning in one lesson
Inappropriate behaviour, such
as:
Lack of respect when a
teacher/peer is speaking
Disrupting the learning the
others
Damage to property/
equipment
Verbal warning
1 or 2 points +
Teacher action
For example:Repetition 2/3 verbal warning in one lesson
Inappropriate behaviour, such
as:
Lack of respect when a
teacher/peer is speaking
Disrupting the learning the
others
Damage to property/
equipment
Serious warning 3
points Continued and
persistent Level 1 to 2
incidents
For example:Non academic
use of cell phone or
other electronic
device
Inappropriate use of
language
++++
Serious warning 3
points Continued and
persistent Level 1 to 2
incidents
For example:Non academic
use of cell phone or
other electronic
device
Inappropriate use of
language
++++
Conduct marks
Meeting/Communicati
on with parents
10 points or continued and
persistent Level 1 to 3 incidents
For example:Intentional
damage and disrespectfulne
ss
Intellectual dishonesty
Bullying
Theft
Leaving school without
permission
Rudeness to staff
Fighting
Missing class
Conduct marks
Meeting/Communicati
on with parents
10 points or continued and
persistent Level 1 to 3 incidents
For example:Intentional
damage and disrespectfulne
ss
Intellectual dishonesty
Bullying
Theft
Leaving school without
permission
Rudeness to staff
Fighting
Missing class
Acta
Meeting with parents
(Level 5 may also include suspension, behaviour contracts)
Continued or persistent level 1 to 4 incidents
For example:Intentional and
premeditated damage and
disrespectfulness
Consumption of tobacco, alcohol
or drugs
Discrimination
Vandalism
Acta
Meeting with parents
(Level 5 may also include suspension, behaviour contracts)
Continued or persistent level 1 to 4 incidents
For example:Intentional and
premeditated damage and
disrespectfulness
Consumption of tobacco, alcohol
or drugs
Discrimination
Vandalism
Negative Consequences Practices
Support Areas
Phase Leader Y9 &10: Ms Luciana Savanti
• Head of Year 10: Luciana Savanti• Assistant HOY 10: Daian D’esposito• Head of Year 9: Andy Cobb• Assistant HOY 10: Monica Lacko
DOE (Departamento de Orientación Escolar)Head: Ms. Mariel Pons
Departamento de Orientación Escolar (DOE)
Lic. Mariel Pons Lic. Paula Romano Lic. Pilar Fernández Lic. Jonatan Olmos
Lic. Clara Brea Lic. Ingrid Gullón Lic. Juan Pablo Ventura
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